Information

"The best days of your life?"

Approaching study later in life can be daunting. It often brings back memories of misery and humiliation in the classroom. Working as a coach, I find that a person's learning experiences directly influence their esteem. In turn, esteem influences results. Low esteem results in doubt and negativity, diminishing the chance of success - unless students receive support.

Esteem derives from an individual's assessment of how they measure up to their own expectations of how they 'should' behave or manage specific life events, including learning. These expectations are not always rational or in perspective. For example if they did not achieve a personal goal at school they may irrationally assume that they will 'never' be able to do so.

Self-acceptance, conversely, develops through learning to accept oneself, outside 'achievements'. Self-acceptance is the first and most important step on the ladder to self-esteem and therefore implicitly to successful learning. Both self-acceptance and esteem can be developed with help.


"Aha, I have a brain after all!"

Ten years ago I rediscovered my brain. Having been a mother and wife for 20 years, I decided to go to university for the first time aged 39. I had been working part-time but had not studied for 20 years and my confidence and esteem were at rock-bottom. It was a terrifying experience but I gained a degree in History. The experience transformed my life.

There are groups who are prone to low self-esteem around learning. For example people who are unemployed, for whom English is not a first language, parents or housewives/husbands and those who did not achieve well at school. These people need both moral and technical support.


Moral Support: False Evidence - Transforming Beliefs

People frequently shape their expectations and approach around irrational thoughts - for example adults who believe they "can't do" maths, or sing, or draw, because one teacher at school said they couldn't.

Educators can support the adult-learner by helping them build self-esteem. This can be done by focusing on the positives and also by regaining rational perspectives on situations. For example a person who believes they will fail all exams can be challenged 'how does failing one exam mean you will fail all exams?' Questioning techniques such as 'what have you succeeded at?', 'what have you successfully achieved outside school?', 'where are you succeeding in life?' can help people recognise and value their accomplishments and personal qualities. This process builds both self-acceptance and esteem.


Technical Support - Learning Tools

Adults frequently lack technique as well as confidence. Self knowledge of thinking preference and learning style can be gained through profiling. Study skills such as speed reading methods, Mind Mapping and memory techniques can enable people to manage knowledge and information. Study tools and strategies transform learning and should be available wherever possible.


New Thinking: New World

Study in later life can be a life-changing experience. It enhances confidence and esteem and opens up a whole new world of opportunities and possibilities.